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You searched for subject:(self learning consciousness). Showing records 1 – 14 of 14 total matches.

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NSYSU

1. Wang, Yi-Chen. The Study between Building a Learning Organization and Organizational Performance in Regional Teaching Hospitals.

Degree: Master, EMBA, 2010, NSYSU

 The research discusses mid-high level management of different service backgrounds from military hospitals of northern, central and southern Taiwan. By using questionnaires, we discuss four… (more)

Subjects/Keywords: consciousness; group achievement; group organization; learning organization construction; self-learning consciousness; learning organization

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APA (6th Edition):

Wang, Y. (2010). The Study between Building a Learning Organization and Organizational Performance in Regional Teaching Hospitals. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0622110-220602

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wang, Yi-Chen. “The Study between Building a Learning Organization and Organizational Performance in Regional Teaching Hospitals.” 2010. Thesis, NSYSU. Accessed August 25, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0622110-220602.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wang, Yi-Chen. “The Study between Building a Learning Organization and Organizational Performance in Regional Teaching Hospitals.” 2010. Web. 25 Aug 2019.

Vancouver:

Wang Y. The Study between Building a Learning Organization and Organizational Performance in Regional Teaching Hospitals. [Internet] [Thesis]. NSYSU; 2010. [cited 2019 Aug 25]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0622110-220602.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang Y. The Study between Building a Learning Organization and Organizational Performance in Regional Teaching Hospitals. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0622110-220602

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Kelly, Owen. Who Drives the Big Car? .

Degree: 2014, Theseus

 This paper brings together research in the fields of consciousness studies, meme theory and neuro-science to suggest that the self is historically and socially constructed… (more)

Subjects/Keywords: Triadic; Phenomenology; Self; Memes; Media; Learning; Genes; Culture; Consciousness; Body

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APA (6th Edition):

Kelly, O. (2014). Who Drives the Big Car? . (Thesis). Theseus. Retrieved from http://www.theseus.fi/handle/10024/140601

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kelly, Owen. “Who Drives the Big Car? .” 2014. Thesis, Theseus. Accessed August 25, 2019. http://www.theseus.fi/handle/10024/140601.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kelly, Owen. “Who Drives the Big Car? .” 2014. Web. 25 Aug 2019.

Vancouver:

Kelly O. Who Drives the Big Car? . [Internet] [Thesis]. Theseus; 2014. [cited 2019 Aug 25]. Available from: http://www.theseus.fi/handle/10024/140601.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kelly O. Who Drives the Big Car? . [Thesis]. Theseus; 2014. Available from: http://www.theseus.fi/handle/10024/140601

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Laurence, Sarah. The effect of familiarity on face adaptation.

Degree: PhD, 2013, University of Sussex

 Face adaptation techniques have been used extensively to investigate how faces are processed. It has even been suggested that face adaptation is functional in calibrating… (more)

Subjects/Keywords: 150; BF0309 Consciousness. Cognition Including learning; attention; comprehension; memory; imagination; genius; intelligence; thought and thinking; psycholinguistics; mental fatigue; BF0637.S4 Self-realisation. Self-actualisation; BF0697 Differential psychology. Individuality. Self

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APA (6th Edition):

Laurence, S. (2013). The effect of familiarity on face adaptation. (Doctoral Dissertation). University of Sussex. Retrieved from http://sro.sussex.ac.uk/id/eprint/47140/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589066

Chicago Manual of Style (16th Edition):

Laurence, Sarah. “The effect of familiarity on face adaptation.” 2013. Doctoral Dissertation, University of Sussex. Accessed August 25, 2019. http://sro.sussex.ac.uk/id/eprint/47140/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589066.

MLA Handbook (7th Edition):

Laurence, Sarah. “The effect of familiarity on face adaptation.” 2013. Web. 25 Aug 2019.

Vancouver:

Laurence S. The effect of familiarity on face adaptation. [Internet] [Doctoral dissertation]. University of Sussex; 2013. [cited 2019 Aug 25]. Available from: http://sro.sussex.ac.uk/id/eprint/47140/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589066.

Council of Science Editors:

Laurence S. The effect of familiarity on face adaptation. [Doctoral Dissertation]. University of Sussex; 2013. Available from: http://sro.sussex.ac.uk/id/eprint/47140/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589066


The Ohio State University

4. Jagger, Carla Beth. Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation.

Degree: PhD, Agricultural and Extension Education, 2016, The Ohio State University

 Society is becoming more diverse, creating a need for cultural proficiency and critical consciousness. Therefore, attention has been given to studying current areas of growth… (more)

Subjects/Keywords: Agricultural Education; Multicultural Education; culturally responsive citizenry, culturally responsive teaching, cultural proficiency, cultural critical consciousness, immersion experiences, self-reflection, underrepresented populations, service-learning, agriscience, pre-service teachers

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APA (6th Edition):

Jagger, C. B. (2016). Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257

Chicago Manual of Style (16th Edition):

Jagger, Carla Beth. “Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation.” 2016. Doctoral Dissertation, The Ohio State University. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.

MLA Handbook (7th Edition):

Jagger, Carla Beth. “Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation.” 2016. Web. 25 Aug 2019.

Vancouver:

Jagger CB. Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.

Council of Science Editors:

Jagger CB. Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257


Texas State University – San Marcos

5. Pharr, Sharrah. Life as pedagogy: A story of ontology and self-awareness.

Degree: PhD, School Improvement, 2014, Texas State University – San Marcos

 Formal, systematic education provides for sequential reasoning of new learning. This qualitative study, is a departure of that normed practice by creating a space to… (more)

Subjects/Keywords: Life as Pedagogy; Ontology; Self-Awareness, Learning Journey; Story as Research; Story as Methodology; Social Constructivism; Understanding; Meaning Making; Unfinishedness; Reflection; Story; Creating Space; Leadership Development; Ontology; Self-consciousness (Awareness); Internalization; Social perception

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APA (6th Edition):

Pharr, S. (2014). Life as pedagogy: A story of ontology and self-awareness. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5178

Chicago Manual of Style (16th Edition):

Pharr, Sharrah. “Life as pedagogy: A story of ontology and self-awareness.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed August 25, 2019. https://digital.library.txstate.edu/handle/10877/5178.

MLA Handbook (7th Edition):

Pharr, Sharrah. “Life as pedagogy: A story of ontology and self-awareness.” 2014. Web. 25 Aug 2019.

Vancouver:

Pharr S. Life as pedagogy: A story of ontology and self-awareness. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Aug 25]. Available from: https://digital.library.txstate.edu/handle/10877/5178.

Council of Science Editors:

Pharr S. Life as pedagogy: A story of ontology and self-awareness. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5178


University of Guelph

6. Cairney, Kristen. Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course .

Degree: 2015, University of Guelph

 This thesis is an investigation of student experiences with the process of critical self-reflection and professional identity development in practicum. The process of critical self-reflection… (more)

Subjects/Keywords: critical reflection; critical self-reflection; professional development; social work; teaching; human service work; critical consciousness; Mezirow; Freire; transformative learning; relational learning; narrative teaching; identity development; young adulthood; higher learning; professional identity development; post-secondary education; instructional methods; practicum; service learning; career theory; work socialization; role models; disorienting dilemmas; practicum supervision; critical theory

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APA (6th Edition):

Cairney, K. (2015). Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8709

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cairney, Kristen. “Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course .” 2015. Thesis, University of Guelph. Accessed August 25, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8709.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cairney, Kristen. “Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course .” 2015. Web. 25 Aug 2019.

Vancouver:

Cairney K. Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course . [Internet] [Thesis]. University of Guelph; 2015. [cited 2019 Aug 25]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8709.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cairney K. Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course . [Thesis]. University of Guelph; 2015. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8709

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Antioch University

7. Larson, Katie Titus. Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory.

Degree: PhD, Leadership and Change, 2017, Antioch University

 This phenomenological, collaborative inquiry explored the depth of two adolescent girls’ lived experiences during their high school years and the degree to which their self-described… (more)

Subjects/Keywords: Developmental Psychology; Education; Education Philosophy; Educational Psychology; Personal Relationships; Philosophy; Teaching; Womens Studies; Pedagogy; Transformative Learning; Transformative Incident; Shift in Consciousness; Adolescent Development; Self-Reflection; Phenomenology; Cooperative Inquiry; Perspective Shifts; Relationships; Leadership Development; Transformative Education; Co-Research

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APA (6th Edition):

Larson, K. T. (2017). Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718

Chicago Manual of Style (16th Edition):

Larson, Katie Titus. “Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory.” 2017. Doctoral Dissertation, Antioch University. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.

MLA Handbook (7th Edition):

Larson, Katie Titus. “Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory.” 2017. Web. 25 Aug 2019.

Vancouver:

Larson KT. Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory. [Internet] [Doctoral dissertation]. Antioch University; 2017. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.

Council of Science Editors:

Larson KT. Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory. [Doctoral Dissertation]. Antioch University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718


Georgia Tech

8. Stoytchev, Alexander. Robot Tool Behavior: A Developmental Approach to Autonomous Tool Use.

Degree: PhD, Computing, 2007, Georgia Tech

 The ability to use tools is one of the hallmarks of intelligence. Tool use is fundamental to human life and has been for at least… (more)

Subjects/Keywords: Autonomous tool use; Self-detection in robots; Video-guided behaviors; Robot body schema; Learning of affordances; Developmental robotics; Self-consciousness (Awareness); Tools; Autonomous robots

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APA (6th Edition):

Stoytchev, A. (2007). Robot Tool Behavior: A Developmental Approach to Autonomous Tool Use. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/16139

Chicago Manual of Style (16th Edition):

Stoytchev, Alexander. “Robot Tool Behavior: A Developmental Approach to Autonomous Tool Use.” 2007. Doctoral Dissertation, Georgia Tech. Accessed August 25, 2019. http://hdl.handle.net/1853/16139.

MLA Handbook (7th Edition):

Stoytchev, Alexander. “Robot Tool Behavior: A Developmental Approach to Autonomous Tool Use.” 2007. Web. 25 Aug 2019.

Vancouver:

Stoytchev A. Robot Tool Behavior: A Developmental Approach to Autonomous Tool Use. [Internet] [Doctoral dissertation]. Georgia Tech; 2007. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1853/16139.

Council of Science Editors:

Stoytchev A. Robot Tool Behavior: A Developmental Approach to Autonomous Tool Use. [Doctoral Dissertation]. Georgia Tech; 2007. Available from: http://hdl.handle.net/1853/16139


University of South Africa

9. Van Aswegen, Elsie Johanna. Critical reflective practice : conceptual exploration and model construction.

Degree: 1998, University of South Africa

 Although it is relatively easy to study and learn about a practice discipline in the safe environment of an academic institution, it is far more… (more)

Subjects/Keywords: Critical reflective practice; Critical thinking; Critical reflective learning; Reflection; Creativity; Praxis; (Self-) Consciousness; Transformative intellectual; Regulation through choice; Transformative intellectual; Emancipatory learning; Guided critical reflective technique; Dialogical thinking; Empowerment; Autonomy; Vision; Motivation; Communication; Caring & naturalistic paradigm

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APA (6th Edition):

Van Aswegen, E. J. (1998). Critical reflective practice : conceptual exploration and model construction. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/16243

Chicago Manual of Style (16th Edition):

Van Aswegen, Elsie Johanna. “Critical reflective practice : conceptual exploration and model construction.” 1998. Doctoral Dissertation, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/16243.

MLA Handbook (7th Edition):

Van Aswegen, Elsie Johanna. “Critical reflective practice : conceptual exploration and model construction.” 1998. Web. 25 Aug 2019.

Vancouver:

Van Aswegen EJ. Critical reflective practice : conceptual exploration and model construction. [Internet] [Doctoral dissertation]. University of South Africa; 1998. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/16243.

Council of Science Editors:

Van Aswegen EJ. Critical reflective practice : conceptual exploration and model construction. [Doctoral Dissertation]. University of South Africa; 1998. Available from: http://hdl.handle.net/10500/16243


University of Ottawa

10. Watt, Diane P. Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures .

Degree: 2011, University of Ottawa

 Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study… (more)

Subjects/Keywords: border epistemologies; bricolage; autoethnography; cultural studies; curriculum theory; epistemologies of doubt; feminist postcolonial theory; high schooling experiences post 9/11; mass media as educator; media literacy and social justice issues; Muslim female student identities; visual media literacy; media representations of Muslim women; decolonizing methodology; experimental ethnography; intercultural education; in-between sonare and videre; currere; hybrid consciousness; deconstructive pedagogies; complicating readings of self and other; entanglement in veiling discourses; post-reconceptualist curriculum theorizing; disrupting Orientalism; photographs, culture, and memory; relational theories of learning; feminist poststructural critique; personal narratives

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APA (6th Edition):

Watt, D. P. (2011). Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/19973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Watt, Diane P. “Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures .” 2011. Thesis, University of Ottawa. Accessed August 25, 2019. http://hdl.handle.net/10393/19973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Watt, Diane P. “Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures .” 2011. Web. 25 Aug 2019.

Vancouver:

Watt DP. Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures . [Internet] [Thesis]. University of Ottawa; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10393/19973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watt DP. Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures . [Thesis]. University of Ottawa; 2011. Available from: http://hdl.handle.net/10393/19973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Sharma, Ragini Singh. Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress.

Degree: PhD, Education, 2016, York University

 This inquiry explores the experiences of thirteen Canadian yoga-exemplars, ages 25-40, who use traditional Yoga knowledge and practices to handle lifes stresses and strains. The… (more)

Subjects/Keywords: South Asian studies; Yoga; Stress; Decolonizing Yoga; Art of Living; Sudarshan Kriya; YES! Plus; YES!; Canada; Rajiv Malhotra; Indigenous knowledge; Decolonizing methodologies; Young adults; College students; Sri Sri Ravi Shankar; Narratives; Case study; Patanjali Yoga Sutras; Indology; Four Pillars of Knowledge; Self-awareness; Experiential learning; Purva paksh; Meditation; Digestion; U-turn theory; Word warrior; Neo-Hinduism; Transnational Yoga; Viveka; Vairagya; Pranayama; Eight Limbs of Yoga; Indigenous knowledges; South Asian Studies; Cultural appropriation; Cultural denigration; Decolonizing; Reversing the gaze; Neo-Hinduism; Orientalism; American Orientalism; Mindfulness; Mind sciences; Consciousness studies; Oceanic-feeling; Freud; Healing breath; Yogic breathing; Ayurveda; Christian Yoga; Traditional Yoga; Holistic education; Yoga in schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sharma, R. S. (2016). Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/32661

Chicago Manual of Style (16th Edition):

Sharma, Ragini Singh. “Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress.” 2016. Doctoral Dissertation, York University. Accessed August 25, 2019. http://hdl.handle.net/10315/32661.

MLA Handbook (7th Edition):

Sharma, Ragini Singh. “Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress.” 2016. Web. 25 Aug 2019.

Vancouver:

Sharma RS. Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress. [Internet] [Doctoral dissertation]. York University; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10315/32661.

Council of Science Editors:

Sharma RS. Decolonizing Yoga in Academia: Narratives of Young Adults using Yoga to Manage Stress. [Doctoral Dissertation]. York University; 2016. Available from: http://hdl.handle.net/10315/32661


University of Toronto

12. Neves, Ana Cristina Trindade. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.

Degree: 2009, University of Toronto

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a… (more)

Subjects/Keywords: holistic education; holistic learning; holistic teacher; holistic curriculum; curriculum development; Ontario curriculum; transformative curriculum; holistic philosophy of education; developing mindfulness; meditation in schools; visualization as a learning tool; yoga in schools; journal writing; Gulu walk; An Inconvenient Truth; Uganda Rising; anti-bullying education; human wholeness; Whole Child School; personal development; professional development; personal practical knowledge in teachers; educational connoisseurship and criticism; empowering students; Math trail; pedagogical approaches; autobiography; parents as partners in education; EQAO testing; student-led conferences; self awareness; balance in education; limited vision of Ontario curriculum; tensions between Holistic education and the Ontario curriculum; critical literacy ideology; ommission on the Whole Child; spirituality in education; anecdotal reporting to parents; social consciousness; Roots of Empathy; Who is Nobody; spiritual growth; ecological awareness; wholeness of human experience; creativity and intuition in education; 0727; 0524; 0280; 0998

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APA (6th Edition):

Neves, A. C. T. (2009). A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18107

Chicago Manual of Style (16th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Masters Thesis, University of Toronto. Accessed August 25, 2019. http://hdl.handle.net/1807/18107.

MLA Handbook (7th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Web. 25 Aug 2019.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1807/18107.

Council of Science Editors:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18107


North Carolina State University

13. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

 This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to… (more)

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed August 25, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 25 Aug 2019.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2019 Aug 25]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

14. Stasko, Carly. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.

Degree: 2009, University of Toronto

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of… (more)

Subjects/Keywords: media literacy; critical literacy; holistic education; culture jamming; consciousness; high school; alternative; rave; Madvertisement; Media Collective; Hodgkin's Lymphoma; qualitative research; semiotics; community center; holistic philosophy; transformation; philosophy of education; cancer survivor; school commercialism; english; alienation; public pedagogy; poetry; hip hop; underground; self-publishing; independent media; environment; internet; ecology; democratic; post-traumatic stress; hacking; holistic pedagogy; digital media; consumer culture; commercialism; graffiti; decolonize; advertising; youth marketing; sexism; embodied healing; personal professional knowledge; immune system; expression; white blood cell; street art; decolonizing; holistic pedagogy; public art; personal professional knowledge; ecology; mass media; body image; spirituality; wellness; embodied learning; embodied wisdom; awareness; relationship; meditation; visualization; communication; Billboard Liberation Front; signification; courageous vulnerability; youth; Youth Media Literacy Project; critical; Chinese Medicine; Qi Gong; holistic media literacy; obsolescence; interconnection; meta-cognitive; Kalle Lasn; transformative learning; critical viewing; critical pedagogy; integration; curriculum; teaching; subvertising; learning; positive psychology; interpretation; Megan Boler; narrative; medium; production; dancing; representation; expression; Youth Media Literacy Project; resistance; cognitive re-framing; subversion; Negativeland; reclaiming; philosophy; narrative inquiry; education; reading; alternative education; Fierce Light; students; university; No Logo; Situationists; Naomi Klein; menstruation; storytelling; experience; writing; language; emotional; physical; facebook; psychological; Guy Debord; Association for Media Literacy; grassroots; felt-sense; stories; performance; grounded authentic expression; perspective; visual culture; youtube; chemotherapy; visuality; deconstruction; women's studies; Media Education Foundation; détournement; Reclaim the Streets; movement; spectatorship; passive; medicine; social justice; arts-informed research; subway party; gratitude; guerilla; post-modern; media activism; mindshare; complex symbolic activity; CBC radio; art; Toronto; pre-service; students; oncology; fashion; healing spiral; Adbusters; sub-culture; feminism; podcast; Trevor Norris; street theater; holistic learning; medical language; inter-personal; film; David Buckingham; Renee Hobbs; training; Paulo Friere; John Dewey; political theater; Sut Jhally; Media Education Foundation; Douglas Kellner; Princess Margaret Hospital; play; Robert McChesney; Action Coalition for Media Education; Mediacs; Association for Media Literacy; Toronto District School Board; Ontario Ministry of Education; Marshall McLuhan; Susan Sontag; Jennifer Sandlin; cure; improvisation; symbolic creativity; Evolutionary Healing; Paul Willis; pop culture; media collective; Barry Duncan; Kathleen Tyner; Carly Stasko; Girls Who Bite Back; art therapy; Next Wave Cultures; zine; Imagitate the State; Intrinsik; interacting narratives; digital storytelling; technology; tactical media; public space; science; creativity; empowerment; 0727; 0708; 0453; 0273; 0279; 0515; 0516; 0733; 0998; 0680; 0530; 0092; 0525

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stasko, C. (2009). A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18109

Chicago Manual of Style (16th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Masters Thesis, University of Toronto. Accessed August 25, 2019. http://hdl.handle.net/1807/18109.

MLA Handbook (7th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Web. 25 Aug 2019.

Vancouver:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1807/18109.

Council of Science Editors:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18109

.